Pupils are the flowers of the motherland, and their psychological problems can not be ignored. At present, China's primary schools basically implement the six-year system, with a long time span. In different grades, the psychological characteristics of primary school students are different. From the first day of primary school, learning has become the leading activity of primary school students. On the one hand, primary school students must adapt to the organizational form and content of primary school learning activities in terms of living habits, emotions, will and intelligence; On the other hand, in the process of learning activities, they must also abide by the rules and regulations of the school, improve their physical and mental quality according to the requirements of adult society, and master basic cultural and scientific knowledge. The third and fourth grades are middle grades. At this time, the key point should be to let students know themselves correctly, overcome their inferiority complex and establish their self-confidence. Self-awareness is the subject's understanding of himself and the relationship between himself and the surrounding environment, the basis of individual mental health and the symbol of personality formation and development level. The fifth and sixth grades are senior grades, so we should focus on cultivating students' interpersonal skills, frustration tolerance and will quality. With the growth of age, there will be some new problems in interpersonal communication among primary school students. At this time, we should guide them to distinguish the interests of themselves and others, and handle the relationship with their classmates with equality and confidence. With the improvement of learning difficulty, many students' grades have declined. At this time, it is necessary to guide students to treat setbacks correctly and enhance the quality of will.
People of every age may have psychological problems, and it is very common that pupils sometimes have some mental health problems. We should take the psychological problems of primary school students seriously, but don't exaggerate them too much. Many people mistakenly believe that a person with psychological problems is psychologically unhealthy, so they are afraid to hear others say that they have psychological problems and refuse to receive mental health education or guidance to avoid misunderstanding. It is precisely because of this misunderstanding in society that many primary school students have a tendency to resist or avoid mental health education in schools. This misunderstanding hinders the effective implementation and smooth development of mental health education in schools. In a sense, few people are really mentally healthy, and almost everyone has psychological problems to some extent. Psychological problems range from light to heavy, with slight manifestations such as psychological conflict, psychological pressure, emotional contradiction, learning difficulties and interpersonal tension. Mental disorders, neuropathy and psychosis are all serious psychological problems. Don't label students as mentally unhealthy. If some students have difficulties in learning, the teacher thinks that the students are mentally retarded and even asks for intelligence examination and testing; Some students are lively and naughty, and the teacher thinks they have ADHD. This will easily undermine students' self-confidence and increase their psychological burden.
In a word, paying attention to the mental health of primary school students should become the knowledge of the whole society. The handling of this mental health problem requires the joint efforts of primary school students, teachers, classmates and parents. Generally speaking, primary school students' self-regulation ability is relatively poor, resulting in psychological problems. Teachers and parents should find out and seek solutions in time.
Who has been educated in the "personality" education at school? Under the modern education system, schools have become a very important place for the educated. However, recent cases of "alternative education" frequently reported in school education have aroused public concern. A primary school in Xi 'an puts on a green scarf for students with bad moral character and poor academic performance, which is different from the red scarf students who join the Young Pioneers, and it is called an incentive mechanism. A primary school in Guangzhou conducted an intelligence test on 13 students, hoping that through the test, this group of poor students who are not active in class and have poor concentration will be specially managed, and their scores will not be included in the average score calculation.
China is a big country with a large system. Confucius advocated etiquette since ancient times, which is the cultural basis of primitive class consciousness. Although the Chinese nation has undergone five thousand years of change, the classification of people has been extended to some extent. Now, this concept of distinction should also be reflected in primary education? Although the educational concept of each school is different, the minimum educational equality should be the major premise. It is ridiculous that the school insists on the principle of "teaching students in accordance with their aptitude" by grading students out of the evaluation of educational effect and teaching. Some parents even think that treating students like this is a kind of discrimination against human nature.
People's development is divided into eight stages, among which, from 7 years old to 12 years old, they need to face academic psychological crisis. If they develop well, they will become diligent and active students. But if it is not well developed for various reasons, it may lead to inferiority complex and lack of ability. Pupils are just in this psychological cycle. At this time, if they are labeled as "poor students" because of their poor performance in the school education process, then the subsequent influence may be more than just "motivation".
Coincidentally, there are many alternative measures in school education. In order to advocate campus safety and hygiene, a primary school in Wuhan has set up a "campus speed limit" order, and violators will be punished with an "uncivilized campus ticket"; Qingdao junior high school teachers encourage students to make progress in their studies. Students who write typos will be fined a box of milk or an exhibition competition, and those who lose will be fined chocolate.
For this phenomenon, voices from all walks of life are mixed. Regarding the speed limit order, the original intention of the school is to protect the safety of students, but some parents think that children's playful nature should not be forcibly restricted to hinder the growth of students. The behavior of the "milk teacher" has been affirmed by some students in the class, but many people in the society have raised concerns that the inner shadow of the punished child can't get out.
Today, when everything is innovating, so is the way of school education, especially for the students born after 00, and the new generation of people's teachers born after 80 are also boldly trying innovative thinking to teach, educate and manage students. This innovative spirit is worth encouraging, and this educational intention is also worth affirming, but the way to implement the education plan is debatable. Schools should fully consider the age characteristics and psychological state of students in order to foresee the advantages and disadvantages of innovation in educational methods.
Therefore, under the background of modern civilization, school education in a harmonious society should emphasize the "people-oriented" educational policy. Student-oriented, while conforming to the development of students' personality, we must not be eager for quick success or even implement the education system because of the pursuit of educational goals.
Primary school students' conceit: How should parents help their children to get rid of it?
1, gradually change the way of evaluating children, and evaluate children objectively and practically. Children always have shortcomings. Parents should not flatter their children unrealistically because they love them, especially don't praise them endlessly in front of guests, which is easy to form their conceit.
2. Let children develop the good habit of living independently and create some opportunities for them to encounter setbacks. Experiencing appropriate setbacks can make the child's psychological mechanism sound, not too conceited and unable to withstand any blow.
3. Give children appropriate criticism. Whether parents or teachers praise children properly, they should also criticize them appropriately. They should neither generalize, nor cover their ears and turn a blind eye, but objectively point out their shortcomings, which can help children understand themselves correctly.
4. Give children more opportunities to get in touch with society. When they see the complicated world outside, meet people who are better and more specialized than themselves, and realize that "there is a strong hand in the middle", they will not be conceited about their little achievements. Therefore, parents are advised to take their children out for a walk and see the wonderful world outside, instead of sitting on the side and being self-righteous.
5. Parents should change their view of education. Most of children's shortcomings are caused by improper adult education methods. Whether it is children's poor self-care ability or children's weak will and serious conceit, most of them are due to parents' excessive love and protection for their children. Therefore, parents are advised to love their children rationally and scientifically.
Investigation report on mental health status of primary school students All along, China's school education has been following the traditional examination-oriented education model, with the phenomenon of attaching importance to wisdom and neglecting morality, emphasizing appearance (body) and neglecting interior (heart), and the psychological problems of primary school students have been paid less attention. In recent years, with the development of society and the deepening of education reform, the disadvantages brought by exam-oriented education are more and more recognized by people. Therefore, China has clearly put forward the slogan of transition from exam-oriented education to quality education, and students' psychological quality has been paid more and more attention.
Quality-oriented education aims at cultivating students' harmonious development in ideological and moral sentiments, scientific and cultural knowledge, physical and psychological quality, work and life skills, and the cultivation of students' psychological quality is the core content of quality-oriented education. But at this stage, it involves college students and middle school students with obvious psychological problems, and the mental health problems of primary school students have not been paid enough attention. In fact, due to the development of society, the intensification of competition and some mistakes in family education and school education, many psychological problems have shown a trend of developing towards younger age. At the same time, the causes of many psychological problems of college and middle school students can often be traced back to their primary school days. Therefore, it is very necessary to carry out psychological quality education for primary school students.
The survey results show that the total detection rate of mental health problems of primary school students is 9.5%, which is slightly lower than the proportion of mental health problems of primary school students estimated by domestic and foreign literature, but basically close. For example, the research of Tang He 'e in Shanghai Mental Health Center shows that the total detection rate of all kinds of behavior problems of primary school students in China is12.932.19%; Chen Yongsheng believes that the mental health problems of primary school students are mainly manifested in study, emotion and behavior. The number of pupils with learning problems is about 10- 15%, and those with emotional problems are about 10-20%. It can't be concluded that the mental health status of primary school students is better than that in other areas, because the measurement tools used in each study are not consistent, or the evaluation criteria for mental health problems in each study are different. But two conclusions can still be drawn:
1. For most pupils, their psychological development is generally healthy.
2. Pupils' psychological problems are still common. This includes obvious psychological problems. We should not only guide and correct these students with psychological problems, but also guide students with psychological abnormalities in one aspect.
The incidence of impulsive tendencies and terrorist tendencies ranks second and third in the incidence of mental health problems among primary school students. Both are emotional problems. Impulsive tendency refers to crying or screaming for no reason, or getting what you want at the sight. This is closely related to improper family education. If the family's requirements for children are too satisfied, it is easy to develop the characteristics of children's willfulness, stubbornness and changeable emotions. The main reason for the tendency of terror is that a person has formed a character of strong dependence and lack of independence because of being pampered since childhood, which is often manifested as long as a person is anxious or afraid of things that need not be feared. Secondly, the formation of impulse tendency and terror tendency is also related to the fact that only knowledge education is emphasized and the cultivation of children's personality is ignored in exam-oriented education. Students who are overburdened with study and have not learned how to deal with setbacks and difficulties in their families and schools are prone to emotional disorders.
Anxiety about others ranks fourth among the mental health problems of primary school students, which is mainly manifested in feeling uneasy in front of everyone and always thinking about what others have said, which is easy to cause anxiety in interpersonal relationships. Students who are too anxious about others often lack courage, organizational skills and can't get along well with others. This tendency is becoming more and more serious among primary school students now, which affects children's normal interpersonal communication and psychological needs. Anxiety about people is related to students' willfulness, stubbornness and dependence, and also to the neglect of the cultivation of students' interpersonal skills in school education.
The tendency of self-blame ranks fifth among the mental health problems of primary school students. Self-blame tendency means that when unpleasant things happen, you often think it's your own fault and fear what you have done.
To sum up, the main factors affecting the mental health of primary school students are various, among which school education and family education are the most important. Family education is an educational model with great problems in our education. On the one hand, children are overindulged, their needs are blindly met, their children are overprotected and arranged to replace many things, which makes them lack the ability to live independently; On the other hand, one-sided pursuit of children's intellectual development, taking intelligence, knowledge and good academic performance as the only goal of children, has spent a lot of time, energy and money to achieve this goal, and the result is often counterproductive. For a long time, the exam-oriented education model adopted in school education not only neglected the cultivation of children's psychological quality, but also had a bad influence on students' psychological health because of blindly pursuing the rate of enrollment and judging students' quality by scores.
What are the reasons why pupils are unwilling to study? Primary school students are in a critical period of growing up and learning knowledge. The accumulation of knowledge in primary school is necessary for later study in middle schools and even universities. However, from the psychological characteristics of primary school students, primary school students are in the stage of playing, and they don't know the importance of learning deeply, so they are often unwilling to learn.
The author was lucky enough to get in touch with the children in the first and second grades, but found that children nowadays are generally unwilling to learn. Even studying is to cope with the teacher's homework, and there is no good way to reverse this situation as soon as possible. Their psychology is very complicated. From the analysis of the psychological characteristics of primary school students, the main reasons why primary school students are unwilling to learn are as follows:
1, the learning process is not bright enough to attract children's attention, and children's attention to learning is scattered.
2. Children have suffered setbacks in the process of learning, and learning has not made children experience a sense of honor and self-superiority.
3. The living habits of friends around the child infected the child.
4. Learning doesn't bring fun to children. There are many other reasons.
In view of children's situation, parents should first analyze the psychological reasons why children are unwilling to study, and then find corresponding solutions for the reasons. In order to stimulate children's interest in learning, psychologists put forward the following suggestions:
1, don't let children realize that learning is a heavy task at an early age, try happy teaching, and let children experience happiness and growth in learning.
2. Guide children from interesting learning and explore their interest in knowledge in daily life.
3. Constantly encourage children's progress in learning, affirm children's growth in time, and let children fully experience their sense of self-honor in learning.
Parents and teachers should first find out the causes of problems in primary school students' learning from the psychological level and learn more about the psychological characteristics of primary school students, so as to formulate correct countermeasures accordingly.